1. Using Inquiry-Based Instruction to
Support Learner Autonomy
Pepper Moore, E.S.L. Program Coordinator
Southern Arizona Association for the Visually
Impaired;
Instructor, Pima Community College:
Refugee Education Program
(Tucson, Arizona, USA)
; pepper.moore@aol.com

2. Our goals for today are to:
Answer: How can outcomes for communicative
competence be controlled by instructors while strategies for
language development are driven by learners?
○ View curriculum samples
◊ Observe the facilitation of language processing through
inquiry methods of instruction
∆ Observe how learners can be encouraged to use critical
thinking skills to understand and apply rules of English discourse
→ Work in groups to create an activity based on methods
of inquiry

3. What is Inquiry-Based Instruction?
It is a scientific approach to teaching and learning
used to create and design methods for testing
hypothesis. It may be structured, guided or open.
Guided Inquiry In Science
• The teacher provides only the materials
and problem to investigate. Students
devise their own procedure to solve the
problem. (Colburn, 2000)
.

4. What is Inquiry-Based Instruction?
Guided Inquiry in Language
• Students are introduced to
language concepts. Students
test out what they have
learned about language by
applying new knowledge to
given and student-generated
language under instructor
supervision. The end result is
that students are able to
recognize the forms and
functions of language.
In the Classroom:
Student-
• Requires both inductive and
deductive reasoning.
• Asks questions of the teacher about
facts and application.
Instructor-
• Asks questions of the student about
application of knowledge and the
learning process.
Teacher Talk-
• Answering questions with “yes”
whenever possible.
• Includes High Frequency English and
indirect prompts for correction. ie
recasts (rephrasing), elicitation
(prompting for inductive review), etc.

5. ○ Sample Application: Sentence
Moods and Punctuation
Language Concept
• Student is presented with facts
regarding the concept by the
instructor
• Student recognizes the
expectation that he or she
should be prepared to verbally
share his or her understanding
of the concept and apply the
information during the next
stage of the learning process
due to the culture of inquiry
Classroom Application
• Auditory review with teacher
materials. Tactile review of
lexical significance with
student generated materials
(his uncorrected transcript of
instruction) and teacher
materials (an errorless
transcript). (15:45-18:00 Audio 1)
• “What error is here?”
Results: Through deductive
reasoning the student was able to
answer his own question.

6. What is learner autonomy?
• Dimitris Thanasoulas
defines learner
autonomy as consisting
of “becoming aware of,
and identifying, one’s
strategies, needs, and
goals as a learner, and
having the opportunity
to reconsider and
refashion approaches
and procedures for
optimal learning.”
An autonomous learner…
• Has the ability to take
charge of his or her own
learning
• Actively seeks learning
opportunities (Thanasoulas,
2000)
• Thinks about the learning
process and sets his or her
own goals
• Is intrinsically motivated
(Mohanty, 2010)

7. Benefits of Inquiry on Autonomy
Students test their assumptions and make changes (when
necessary), based on the information gained from that testing.
The development of critical thinking is key in the facilitation of
learner autonomy.
In our program, we have learned that students with previous
knowledge from direct instruction are able to present messages
or text with the correct syntax, however closer review of
comprehension through methods of inquiry show that the
intended sematic value is incorrect. I argue that this is an
example of a gap that can be prevented through inquiry methods
of instruction.
○ ◊ Lexical Impact of Inquiry –Legally (30:24-
32:25)

8. How can outcomes for communicative competence
be controlled by inquiry?
○ ◊ Pattern Practice and Vocabulary Review
1. By accessing the peripheral aspects of language
learning.
2. By accessing declarative (factual) knowledge as it is
being processed (tested).
3. By co-monitoring (evaluating) deductive and inductive
language production.
Benefits of Inquiry on Autonomy

9. Benefits of Inquiry on Autonomy
Creating a culture of inquiry in the classroom is key. Using
word games like Scrabble and TABOO during social learning
activities and asking questions of your learners during
instructional activities that support the development of
critical thinking skills.
How can we use inquiry methods in second
language acquisition?
∆ By shaping critical thinking abilities at all levels
of acquisition and by providing learners with the
opportunities to use those skills to understand
and apply rules of English discourse.(critical thinking in
discourse)

10. What does the teacher do in a
successful inquiry-based classroom?
“Successful inquiry-based instruction is more than
curriculum materials. Instead, the teacher is the
key element in a classroom. He or she must possess
certain attitudes and skills to encourage student
success ... He or she must believe in the value of students having
some element of control over what they will do.”
From An Inquiry Primer by Alan Colburn

11. → Group Activity- create an activity
Inquiry Components
• Student -Centered
• Cultivates Critical Thinking
Skills
• Learning is Facilitated by the
Instructor
• Communicative Methods of
Instruction may be
Employed
Autonomy Components
• Student-Directed
• Requires Goal-Setting and
Self-Reflection on the
Learning Process
• Cultivates an Environment
for Lifelong Learning
Your activity has:
1. An Introduction
2. A procedure (the activity!)
3. And a follow up
(confirmation of learning)

12. Thank You
Heather Plaza- Co-Teacher (Currently Developing an
Assessment for Blind and Visually Impaired Non-Native
Speakers)
The E.S.L. Program Participants at the Southern Arizona
Association for the Visually Impaired
The Staff and Students at the Pima Community College:
Refugee Education Program
Dupelia B. Numa- Audio Visual Recording
TESOL International for Recognizing Inquiry Instruction as
Developing Field in Language Instruction and Acquisition